Intro to Public Speaking & Communication Skills



|Intro to Public Speaking & Communication Skills |

|High School Junior & Senior Unit |

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| Jamie Morgan E00869795 |

|CURR 305 13th June 2011 |

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Contents

Unit Overview 3

Unit Rationale 4

Reaching Students 6

Content Analysis 7

Annotative Bibliography 8

Public Speaking Pre-Assessment 12

Direct Lesson Day One 13

Cooperative Lesson Day Two……………………………………………………………………19

Inductive/ Cooperative Hybrid Lesson Day Three 22

Enrichment Lesson Day Four 25

Inductive Lesson Day Five Through Seven 27

Letter to the Family 35

Reflective Analysis 36

Concept Map …………………………………………………………………………………….41

Unit Overview

This Unit will introduce Public Speaking skills to Junior and Senior high school students. It can be taught in a Basic English class, a speech specific class, and in some cases any type of performance class. There will be a big focus on Persuasive Speaking, Impromptu speaking, and ideas they will explore in order to help improve their basic communication skills. This is a creative unit that requires differentiation among the students in order to be implemented successfully. In addition to that, it is important to maintain an organized and productive environment for the students.

Unit Rationale

Topic: Introduction to public speaking and communication skills

Age: High School Juniors & Seniors

Goals: To obtain a better understanding of communication in order to enable the students’ abilities to exhibit interpersonal skills in future situations such as work, college, and adult life. Students will be able to connect the relevance to public speaking and writing. They will explore different elements of speech and utilize their knowledge in order to practice each skill.

1. What are the concepts addressed and why are they important?

a. The students will address concepts such as interpersonal communication and nonverbal communication. They will also explore the genres of persuasive speaking, impromptu speaking, speaking in a professional/business-like manner, and speaking in front of an audience. It is important to take time and explore the concepts of interpersonal and nonverbal communication because they are utilized in everyday life. In addition to this, the genres of speech are not uncommon to find in a college assignment, application, or interview. Taking the time to understand and master the concepts of these genres will better prepare the students for graduation, and proceeding on to college.

2. What higher level cognitive skills are emphasized?

a. This will allow the students to think on all levels. One day they may be asked to speak professionally in front of a group and the next they may be asked to speaking casually with a partner. After taking the time to teach all concepts and genres it will be up to them to decide which concept to make use of when.

3. What affective outcomes are emphasized and how will the students benefit?

a. Affective outcomes would include increasing their interpersonal skills which will allow them to improve the quality of their many relationships they are maintaining. Rather it is with a teacher, a boyfriend, or a manager, all aspects of speech should be taken into consideration. A better understanding of interpersonal and nonverbal communication will help the students identify of stop conflict before it arises.

b. As a whole, this unit will benefit the students in not only becoming better speakers, but becoming better listeners. They will learn how to organize their thoughts, and making decisions on the spots. The will also be asked to step outside their comfort zone and take advantage of creative aspects, or rhetorical information.

4. How will you make the unit relevant to students' lives?

a. This unit will be relevant to the students because they will have the creative reign to talk about nearly anything that they want. In addition to this we will take the time to discuss specifically why this information is relevant, and how it can be taken advantage of at all points in their education, career, and home life.

Reaching Students

            In this unit I think the students will have a hard time overcoming the fear of public speaking. It is critical that they get practice by this stage in their education because it is something that will not be surpassed throughout college. It is also critical that I provide the students with an environment that they each feel comfortable in. This is something that will have to be initialized at the beginning of the school year. Teaching the students how to respect one another as listeners and peers will allow each of them to grasp the concepts not only Public Speaking, but general social skills as well.

            In order for this unit to be successful I need to focus on maintaining an environment for the students that is organized, upbeat, and comfortable. I need to learn how to maintain a relationship with the students so that they feel comfortable talking to be about their educational needs, but also respect the fact that I am in charge of the classroom. I also need to learn an organized way to differentiate the students. Each one of the assignments provides multiple different learning opportunities. This way I can decipher the skills of each student, and provide them with whatever assignment I think will not only meet their learning capabilities but will also push them to do better.  

Content Analysis

The following are the unit objectives listed in chronological order throughout this particular unit. It is split into five different sections of the main focus for each lesson plan.

1. The students will be able to identify and understand the Eight Techniques of Speech Delivery.

2. They will learn how to effectively, and ineffectively utilize each one.

3. They will be able to identify where the Eight Techniques of Speech Delivery will be useful in real life situations.

4. They will learn how to work effectively and efficiently in groups.

5. Their cognitive skills will be utilized while problem solving and organizing.

6. They will gain a better understanding of Persuasive Speaking.

7. They will gain experience working professionally and appropriately with students of different learning skills and styles.

8. They will utilize their creative thinking in order to implement a productive, educational, and fun presentation.

9. They will gain experience speaking in groups in front of the class.

10. They will increase their cognitive and social skills by problem solving in groups.

11. Take prior knowledge and apply to Impromptu Speaking activities.

12. They will gain experience speaking in front of the class alone.

13. They will gain experience practicing good listening behavior.

14. They will enhance their listening comprehension through reflective assessments after guest speakers.

15. They will learn firsthand from college students about speech, and future expectations.

16. They will be able to interpret information from presenters and choose to utilize what they think will be most beneficial in their own presentations.

17. At the end of the unit they will work in groups and individual to produce a fun, effective, and professional Mock Trial.

18. They will gain experience conducting research, organizing information, and producing creative, persuasive evidence.

19. Finally, they will take time to reflect on their Public Speaking experience and fully understand how relevant each activity is to their future.

Annotative Bibliography

"Brainy Quote." Brainy Quote. BookRags Media Network, n.d. Web. 12 Jun 2011. . This is a website that will be taken advantage of for the Hybrid Cooperative and Inductive Lesson. It is sources of excellent quotes that will make help increase the student’s cognitive thinking skills. Having a jar of these questions around will work at great as starters to get them to start thinking, and even as extra credit opportunities to perform an impromptu speech.

"Citizenship Foundation." Run your own Mock Trial. Citzenship Foundation, 22 Jan 2007. Web. 12 Jun 2011. . This website will lend me different tips on what it is like to run a mock trial for my students. It gives tips, examples, and issues that have accord throughout the classroom. This is great because it will prepare me for the first time I do this lesson plan and I will be able to help my students more throughout their inductive lesson plan. I would even be able to share some examples with them in order to better prepare themselves for the two day long trial and make it feel less extensive.

"Magic Pot of Jobs." 5 Tips for Better Public Speaking Skills. Word Press Entries, 12 May 2010. Web. 12 Jun 2011. . This is an awesome website that I will provide for the students when we begin to learn more about Persuasive Speaking. It is a short little blog about someone who had trouble with public speaking, and what they learned about it. The author gives examples of things that need to be done, adice that can be taken, and rules you should always follow. It is written in a very friendly manner and is easier for the students to connect to because he basis it off of real world situations. It will benefit the students that are having trouble grasping the concepts or persuasive speaking.

"Speech @ Web English Teacher" Speech and Debate. Web English Teacher, 07 Jan 2011. Web. 12 Jun 2011. . This is a website that I will be taking advantage of before I begin to teach my unit. At this website it gives me tips on how to teach High School speech. It delves into criticial thinking, communication rhetoric, and more specific tips on how to teach persuasive writing and speaking to students. It will be used as my tool to prepare myself for any questions the students may have. I will also be more prepared to differentiate the students individual learning styles.

Argos, Bryan. "The News Today." My Tips For Impromptu Speakers. The News Today Online, 13 August 2007. Web. 12 Jun 2011. This is another resource for the students that are having a hard time understanding the concepts within this unit. This specific piece is an article about impromptu speaking. Again, I choose something that is more personally. The article is engaging and simplistic and should not create any apprehension with the already apprehensive learner. It offers tips, guidelines, and a successful ending.

Lewis , Beth. "Speech Topics To Meet Oral Communication Standards." Quick Ideas for Impromptu Oral Presentations. New York Times Compant, n.d. Web. 12 Jun 2011. .This is a website that I will be taking advantage of for the Hybrid Cooperative and Inductive Lesson. It lists a bunch of great ideas for impromptu speeches. They are clear, broad, and not at all intimidating for the students. They will be used as a tool to introduce the students to impromptu speaking in a way that is a lot less apprehensive.

Nick Roumerhousen, Direct of Events, Eastern Michigan University Forensics Teams. 125 Quirk, Ypsilanti Michigan, 12th July, 2011. The Eastern Michigan Forensics Team is an award winning speech team that I plan to take advantage of throughout the unit. Since 1974 they have won the most National Titles in the event of After Dinner Speaking. This is a persuasive type speech that uses humor to engage the audience. I will have 3 to 4 presenters come in to show my students a different way of given persuasive speeches that will intrigue them.

Taylor, JuJuan. Effective and Professional Speech Communications for Future Leaders of the 21st Century. 1st. Plymouth, Michigan: Hayden-McNeil Publishing, 2009. 22-100, 236 - 281. Print. This is a phenomenal book that will be used to help me teach the content that I have chosen. I will be basing both my Direct, and my Inductive lesson plan off of chapters from this book. It I creative and gives specific reasons as to why each part needs to be taught, understood, and done in a professional and positive manner. It has awesome hand outs that can be used as self assessment guides, as well as great examples of speeches and projects from Dr. JuJuan’s past college students. It is great for me, and the students. It will even benefit the parents If I send home the students with examples it will make it a lot easier for the parent or guardians to help them with their assignments.

Public Speaking Pre-Assessment

The next unit we will be doing is based off of Public Speaking and Communication Skills. Take a moment to read through this questionnaire and think back to times when you have given speeches, or been in front of an audience. Rate each question on a one through five scales with five being “strongly agree” and one being the “disagree”

1. I enjoy talking in front of an audience

2. I have no problem coming up with topics to talk or write about

3. I often find myself engaging in discussions with friends

4. I am usually right in an argument

5. I can admit when I am wrong in a discussion

6. I like to do creative assignments

7. It is easy for me to think outside of the box

8. I can be professional when I need to be

9. I like working in groups better then working independently

10. I am looking forward to this unit on Public Speaking

What is your favorite thing, or your fear, about Public Speaking?

What do you feel most comfortable talking about? If you had to give a speech on anything what would it be?

This information will be used to help me understand how each student is feeling about the upcoming unit. I think it is important to distinguish who is afraid, and if they are afraid how do they like to work. I will then be able to organize groups that will benefit each student. For example, a student who is afraid of speaking in public could be paired with someone who is not, and they could practice working together, and even working on the assignments. This will create less apprehension for the student. In addition to this, some of the questions refer to how they are around their friends. Some students do not realize that when they are engaging in discussions with their peers about what TV show is the best, or what baseball team is going to win the series, they are making use of their persuasive speaking skills. Perhaps this Pre-Assessment will help them realize that they are not foreign to Public Speaking, and they actually do it on a regular basis.

Direct Lesson Day One

Lesson Objective: This will be used to introduce the students to the eight techniques of speech delivery. At the end of the lesson they will be able to identify each technique, how to effectively, and ineffectively utilize each one. Knowing what is wrong will give them justification as to why each technique is important. They will also be able to explore the different ways to utilize each technique – not just during speeches but also in real life situations.

Set: Take out your journal, and answer the questions. Say you’re having a bonfire, and some guy/girl comes up to you and starts flirting. You REALLY want them to know that you are not interested without being mean, or having to say it. What are a few things you are going to do during the conversation in hopes that they will get the hint?

After they have all written: Alright class, what are some things you did to end the conversation? After going through a few examples, explain to them that what they did was engage in poor listening or speaker skills in order to end the conversation quickly.

Objective: Today, we are going to learn how to do just the opposite. We will learn about the eight techniques in speech delivery, and you guys will be able to see why each is so important. And maybe come up with new ways to loose the dude at the bonfire.

Purpose: It is important to see what to do and what not to do. As Juniors and Seniors in high school, you will each find yourself giving speeches, doing interviews, or presenting to much larger classes. This is going to be the introduction to our next unit on Public Speaking!

Info & Modeling: Alright by the end of today you will all be able to identify the Eight Techniques in Speech Delivery. Lets for look at techniques one through three –

1. Posture

2. Eye Contact

3. Voice Colors

First, posture is something you must be able to sustain while you are presenting information or yourself to someone. This is because it is the first thing that they see. A confident posture conveys a confident attitude. By a show of hands does anyone here have any nervous twitches while they are presenting like tapping your toe, or playing with your hair or swaying? Unless you fully understand the techniques in stage blocking or theater, you should make sure to simply maintain an erect posture, otherwise important phrases or dynamics of your speech will be blown into nothingness. For instance, “Most speech communication commentators would agree with this theory in direct regard to the closing of the O.J. Simpson ‘Trial of the century.’ While prosecuting attorney Christopher Darden’s closing statement was, by and large, quite brilliant, his constant walking and dancing before the jury certainly decreased his total effectiveness. Countless phrases and facts would have held more power had the attorney stopped prancing around. It can be extremely distracting from your information!

Second is eye contact! By a show of hands, how many of you wrote in your journal that you would stop looking at the person or making eye contact with someone else to get their attention? When you are giving a speech and find yourself READING the script instead of making eye contact with EACH AND EVERY member of your audience, it takes away from not only what you are trying to convey, but the effort that you put into your speech. It is extremely unprofessional!

Finally, voice colors! How…would…you…guys…like it….if…I…talked…like…this…every…day…and never…changed the tone….in my voice….? Have any of you ever had a teacher do this? Is it easy to pay attention? Voice Colors means that you are taking the time to change your tone of voice depending on what it is you are trying to say. In order to help with this you can try smiling when you say something positive, or frowning when you say something negative.

Check for Understanding: Now I want everyone to turn to your neighbor. Pick one of the three techniques we have gone over, and discuss rather or not you are good at utilizing this technique, or if you ever had a run in with someone at school, or work where they conveyed poor skills. Now lets share. Did anyone have any funny stories?

Info & Modeling: The next two techniques are

4. Voice Projection

5. Articulation and enunciation

A lack of voice projection says, “ I really know for sure what I’m talking about so I’m just not going to say it to loudly.” This is unprofessional and is the first sign for an audience that you are inexperienced, nervous, or do not know what you are talking about. I expect that all of you speak loud and proud about what you need to say. It makes everyone feel more comfortable so we don’t have to turn to our neighbors and ask what’s up. Let’s practice. I’m going to say “one” and when I point to you say the next number louder; we will keep doing this until we get to ten!

When it comes to articulating an enunciating, this one is clearly important! Or in most cases, not clear at all. We want each person to understand what it is that we are saying without having to take so slow to sound it out, or so fast to give impact. Now I know many people argue that we each have a different dialect or way to pronounce words. This is fine, however, the standard American language is English. In order to show me that you can give a professional and powerful speech, I need to understand what it is you are saying!

Check for Understanding: Let’s play telephone! I will split the class into three groups and have them play telephone. At the end they will say that the original sentence was, and what the final sentence was. Take time to discuss problems that occurred, and what would have been easier. Why do voice projection and articulation go hand in hand?

Info & Modeling: The final three techniques are

6. Gestures

7. Facial Expression

8. Content and Organization

Alright I need three volunteers. EXPLAIN THIS TO EACH VOLUNTEER IN PRIVATE First volunteer would you please stand with your back to the class and your arms to the side. You are not allowed to move! And give us directions on how to get to the library! Second volunteer would you please stand in front of the class and give them directions on how to get to the cafeteria, you may use your hands! Third volunteer will you please give us directions from the gym and use way too many gestures that are distraction for the students.

By a show of hands who thought the first volunteer gave the best direction? Second? Third? Gestures are a great thing that should be utilized when you are giving a performance! However, too many gestures can just be distracting!

Now we talked a little bit about facial expressions earlier. Remember when we were talking about voice colors and I told you guys to smile when you wanted to convey something happy or from when you wanted to convey something sad? Using facial expressions helps you not only change the tone of your voice but to also engage your audience more.

Finally, content and organization is one of the most important techniques in speech delivery. Does anyone think that they could just come up here and give a fifteen minute presentation about the Unite States Health Care system? Yeah. Me neither. You must make sure that before you give a speech you have already put together some information that will help you, and wrote it out in an organized manner that is easy to understand.

Check for Understanding: I need everyone to take out a piece of paper and a paper and clear off your desk. We’re having a pop quiz! Write down all 8 techniques that we went over, then at the bottom of your paper for extra credit try to think of an acronym that will help you remember all eight. (This is not actually a quiz) Afterwards we will discuss with the class your acronym ideas.

Guided Practice: Can everyone please pick a partner! I am going to hand out to you this worksheet that has a tongue twister on it! Next you will all pick a piece of paper from the jar and not show your partner. Take some time to think of ideas on how you are going to follow the directions. Spend the rest of the class reading the tongue twister while following the rules on your card, then try to guess what it is that your partner is doing, or not doing.

Formative Assessment: Tonight, I would like you all to go home and write a one page journal. Choose one of the following:

1. You are interviewing someone for a job. Write a brief summary about the person you are interviewing. Did you hire this person? Why or why not? Be sure to use key examples from class.

2. Write a page about the career you are considering and how the Eight Techniques in Speech Deliver will help you with your job choice. Be sure to use key examples from class.

Write the following directions on note cards, and have enough written out so each student will have one. They may pick from a hat or jar.

1. Exhibit poor posture, and bad articulation.

2. Use a lot of gestures but do not give eye contact

3. Use poor voice projections and way too many facial expressions.

4. Do not use any voice colors and have perfect posture.

5. Do not make any facial expressions and have perfect posture.

6. Have great eye contact, but way too many gestures

7. Over articulate everything and use no gestures at all.

8. Do not give eye contact and use poor voice projections.

9. Use bad posture and a lot of facial expressions.

10. Use great posture and a lot of voice colors.

11. Over emphasize your voice colors, and use a lot of facial expressions.

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COOPERATIVE LESSON DAY 2

Set: Start the day off with a journal entry where the students will answer the following questions.

If you could go on a three day long educational trip that was paid completely by the school where would you go? What would you do? And how would it benefit you?

Cognitive Objective: At the end of the cooperative lesson students will worked effectively and efficiently in groups to develop and plan an education senior trip for their class that meets the criteria’s listed. In addition to this they will gain experience working in groups, equally dividing work, and most importantly suing persuasive tactics that will improve their Public Speaking and Communication skills.

Affective Objective: As a result, the students will know how to effectively work in groups in a manner that is professional, and time efficient. The will explore the concepts of persuasive speaking, and the specific aspects that make it unique, and beneficial. They will also utilize their creativity in order to help implement the most productive, educational, and fun senior trip they can think of.

Social Skills: Get in your groups and discuss who will be researching what, how you will be presenting your information, and who will be presenting what. Be creative. You can make a power point, poster boards, or brochures. (You must have a copy for each classmate if you choose to do this) Talk in your groups to brain storm different ideas. You are working as a team, offer assistance and ask questions.

Assessment: While presenting, four or five students will fill out an assessment of what they think of your presentation. Everyone in the class must do at least one of these. In addition to this after the assignment is complete, you will be required to write a one page paper reflecting on your own work ethic. How would you grade your self in the assignment? What do you wish you would have done differently? And what did you see another group do that you liked or thought would work better?

TASK

In groups of five you will be given one of the following destinations:

1. Washington D.C.

2. Chicago

3. New York City

4. Ontario, Canada

5. Mackinaw Island

Your job is to pitch an educational field trip for the senior class! You must plan a three day long, all expense paid trip. The trip can be fun and exciting but must be educational. It is important that you identify what you will be learning from each activity you partake in, or a history of that particular activity. Your audience is the board of education. They will be evaluating which trip would be the most beneficial for the students. You must include

1. A brief history of your destination.

2. Three restaurants in which you will be eating at every day.

3. (At least) One tourist attraction, and how it will benefit thee students. (Museum, Science Centers, etc.)

4. (At least) One famous artifact to be visited found in that city. (Monuments, famous buildings, etc.)

5. Anything else you will be doing at your destination that shows you have learned something about the city. (Getting fudge, renting bikes, using a taxi, seeing a Broadway show, etc.)

6. A final assignment that gives the students an opportunity to reflect on what they have learned during their trip. (This can be a formal paper, a poster board, a group project, etc. Be creative)

The second day we will take the time to present our trips. Each presentation will have four to five students assigned to assessing it.

A reflective paper will be do the third day where the students take time to think about what they would have done differently, how persuasive speaking would benefit them in assignments like this one, and how it could benefit them in the future.

STUDENT ASSESSMENT

GROUP ______________________________________ YOUR NAME ____________________________

What is something you have already learned about this destination?

What is the most interesting part of this trip?

What would you want to do differently on this trip?

Do you think that the final project would be beneficial, or something you would enjoy doing?

All together what would you rate this trip on a scale of 1 to 10 (10 being the highest)? ____

Inductive/ Cooperative Hybrid Lesson DAY THREE

Objective: Utilize the Eight Techniques in Speech Delivery while also exploring the monster that is impromptu speaking. At the end of these lessons the students have experience being in front of the classroom alone. In addition to this, they will be forced to think outside of the box and on the spot.

Set: Turn to your neighbor and tell them the Eight Techniques in Speech Delivery as fast as you can at the same time! After they do this. Now pick one technique and tell your neighbor about it like it was the first time they learned it.

Very cool! Today will be practicing impromptu speaking all while utilizing everything we have learned! Let us begin by moving the desks in a “U” shape, and putting three desks up front in the middle. I need to start with three volunteers! The three of you will be judges, and will be exchanged halfway through the class period.

Judge 1: You are judging the speaker on gestures and voice projection! How well you believe they utilized this technique, 5 being the best and 1 being the worst.

Judge 2: You are judging the speaker on posture, and how many times they say “um”! Remember that it is important to know dance around in front of an audience. 5 is the best and 1 is the worst!

Judge 3: You are the ultimate judge. You will be judging the presentation as a whole! How well did they engage you and hold your attention? Did you feel like they were comfortable? You will rate them a 1 through 10 with 10 being the best.

I expect that everyone will present today! Even the judges for they are being switched out in the middle.

You have to be up there for at least one minute! I will be in the back with time cards so you know how long you have left. I will let everyone pick their topics at the beginning and we will take volunteers until they aren’t any, then I will draw names.

You can pick from jar 1 which has famous quotes. Read the quote and decide rather you agree or disagree with it. Tell us why and give us examples!

You can pick from jar 2 which has typical questions about daily life such as, “Tell us about your favorite pet”

Formative Assessment: Write me a reflection about today, no more then one page long. Did you feel comfortable being in front of everyone? What did you like or dislike? And what do you think will prepare you for the future?

IMPROMPTU QUESTIONS (JAR 1 – Quotes)

• A women's greatest asset is her beauty.

• Beauty has a lot to do with character.

• Be slow to fall into friendship; but when thou art in, continue firm and constant.

• Beware the barrenness of a busy life.

• America is a big dog in a small room. Every time we rag our tail, we knock over a table.

• Beauty is in the eye of the beholder.

• A lie gets half way around the world before truth has a chance to get his pants on.

• If you love something let it go free. If it doesn’t come back you never had it. It if comes back, love it forever.

• The best and most beautiful thing in the world cannot be seen or even touched.

• If you judge people, you have no time to love them.

• Love is a perky elf dancing a merry little jig and then suddenly he turns on you with a miniature machine gun.

• I’d rather be hated for who I am then loved for who I’m not.

• Life is 10% of what happens to me and 90% of how I react to it.

• The most wasted of all days is one without laughter.

• I don’t think anything is unrealistic if you believe you can do it.

• The longer we dwell on misfortune the greater they harm us.

• High school is like a spork: it’s a crappy spoon and a crappy fork, so in the end it’s just plain useless.

• Success is peace of mine, a direct result in satisfaction knowing that you did your best.

Cut this out onto little slips, fold them in half, and put them in a jar. Have the students pick one. They may exchange it if they do not feel comfortable doing on impromptu on that specific topic.

IMPROMPTU QUESTION (JAR 2 – Basic Questions)

• Explain three different ways to eat an Oreo cookie.

• Tell us about a nickname you have and how you got it.

• Convince us to vote for you as president of the USA.

• Explain three uses for a pencil besides for writing.

• Tell us about your summer plans.

• Convince us that homework is harmful to your health.

• Tell us about your favorite pet and why it should win the Greatest Pet Ever award.

• If you were an animal, what would you be?

• You are a salesperson trying to sell us the shirt you have on.

• Explain how a smart person might not be wise.

• Tell us about the hardest thing you have ever done.

• You are a famous sports player. Describe your best moment of a game.

• Tell us about the best job.

• Explain the benefits of drinking milk.

• Tell us how to become a millionaire.

• Create a myth that explains why pelicans have large beaks.

• Tell us how to make a new friend.

• Tell us about the most fun recess activity in elementary school.

• Tell us about your favorite holiday.

• Tell us how to make your favorite meal.

• Explain which came first: the chicken or the egg.

• Explain the rules to your favorite game.

• If everything in the world had to change to the same color, what color would you choose and why?

• Explain how you would use a hat to catch butterflies. Be sure to identify the type of hat that is required.

• You are a piece of paper. Describe how we should use you before you get recycled.

• Explain how to make a pizza.

• Explain four uses for a drinking glass other than for holding a liquid.

• Convince our principal to give students their birthdays off of school.

• Describe how you would modify a snail so it can go faster.

• Explain the best way to teach an old dog a new trick.

• Describe the life cycle of a frog or butterfly.

• Tell us about your favorite family tradition.

• Explain to us how to make the perfect grilled cheese sandwich.

• Tell us about a band or artist you hate and why.

Cut this out onto little slips, fold them in half, and put them in a jar. Have the students pick one. They may exchange it if they do not feel comfortable doing on impromptu on that specific topic.

ENRICHMENT LESSON DAY FOUR

Objective: This is an opportunity for the students to see award winning speeches in their own classroom. They will watch four to five After Dinner Speeches. During this time they will be able to see how to use humor within a speech, as well as visual aids, props and resources. In addition to this they will get a better understanding of persuasive speaking. They will have an opportunity to ask the presenters questions about putting together their speech, and advice they could offer for the future.

Set: Alright, I want everyone to take out a piece of paper and try and think of the funniest joke you know. You can either make one up, or write one that you have already heard before. I expect it to be school appropriate.

Take some time for the students to write, and then have a few read their jokes to the class.

Today we have 4 guests from Eastern Michigan Forensics. As you guys know we have been learning a lot about Persuasive speaking, and it is something that we will be exploring further. Today you get to watch some award winning persuasive speeches. However, each of these has a twist. Does anyone know what an After Dinner Speech is? An After Dinner Speech is a persuasive speech that uses humor to engage the audience. I am going to give you each a handout, and when the speeches are done I would like you to fill out all of the areas. I expect you all to be awesome listeners, after all four presenters are done you will be able to ask them questions about anything regarding their speech, how they wrote it, or anything you want to know about college speech classes and teams.

After the five performances are done, form a panel for the college students. Make it remotely professional. This way the students can see a mature interaction between presenters.

As homework, I would like each of you to pick your favorite After Dinner Speech, and tell me what you liked about it. In addition to this, I want to know three things that you learned from the speeches, and two things that you can see yourself doing when you give a speech. I expect this will be one to two pages long.

Eastern Michigan After Dinner Speaking NAME ____________ HOUR ____________

I expect to see notes on all four speeches. Don’t forget to laugh! (

What is the topic of the speech? ___________________________________________

When did you laugh the most? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Did the presenter utilize all 8 techniques of speech delivery? Give an example. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What were the solutions given to suggest solving the problem?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Eastern Michigan After Dinner Speaking NAME ____________ HOUR ____________

I expect to see notes on all four speeches. Don’t forget to laugh! (

What is the topic of the speech? ___________________________________________

When did you laugh the most? ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Did the presenter utilize all 8 techniques of speech delivery? Give an example. ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

What were the solutions given to suggest solving the problem?

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Make this double sided for each student.

INDUCTIVE LESSON DAY FIVE THROUGH SEVEN

Objective: This is a lesson plan that will be given at the end of the unit as a way for the students to utilize all of the genres of Public Speaking they have been taught. It allows the students to be creative and have fun with the project. They are forced to think outside of the box to provide the best case possible. In addition to Public Speaking, they will take advantage of different resources in order to conduct research, and learn new styles of taking notes in order to increase their organizational skills.

Identifying the Problem: At the beginning of class the students will be given the handout entitled The Estate of Sarah Silverstone vs. Mandy, Candy, and Bandy (Silverstone) and will take turns reading through the file while simultaneously taking notes on issues that seem to be important.

Formation of the Hypothesis: Today our job is to determine which child deserves the Estate of Mrs. Sarah Silverstone. First, let’s go over a few things we think are important to take into consideration as we read this. What are some things that you guys wrote down as we went through this?

Collection of the Data: We will take some time to write down all of the important information that should be taken into consideration. Next I will hand out to the students the Basic Fact sheet for Candy, Mandy, and Bandy. Now I will split the students up into four different groups. They will be each given a role depending on their skills in Public Speaking I will differentiate the students.

Group 1: Two lawyers, Mandy, and two witnesses

Group 2: Two lawyers, Bandy, and two witnesses

Group 3: Two lawyers, Candy, and two witnesses

Group 4: The Judge, and the Jury.

Alright, groups one through three. Your job is to convince the judge and the jury that your client is correct. You can do this by bringing in evidence, developing witnesses that you believe will either help your client look better, or help someone else’s client look bad. Conduct research on questions that are often asked at trials, and things you can object too. Find information that you can use when questions over clients. Tomorrow we will be doing the court case live. It is important that your lawyers are prepared to ask the other clients questions. In addition to that it is important that your client will be prepared to answer questions. Witnesses, you must have credited information. For example, if you decide that one of your witnesses is going to be a psychiatrist, they could talk about information regarding “The middle-child” syndrome. Be creative! Think outside the box and brainstorm different ideas for evidence. One lawyer will be giving a brief opening statement about their client, and the other lawyer will be giving a brief closing statement about their argument.

Group 4, you are going to utilize this time by looking up information about court cases. Each of you will be observing the court case tomorrow, and the next day you will each give a brief speech on who you believe deserves the estate and why. It is mandatory that you have a minimum of two sources within your speech, and that you use specific examples from your court case to justify your reasoning. The judge will be giving an opening speech that is already planned out. Thanking everyone for being here, and explaining the importance of justice and the trial. You must have a minimum of two sources within your introduction. You will also have an impromptu closing speech where you will take into consideration everything that the jury has said and their votes, and decide who has received the estate.

Now spend the rest of this class period brainstorming different ideas, conducting research, and decide what type of information you will be looking for, and what kind of information you should be presenting. I expect you to work within your groups to get ideas, and work as a team to have an organized and productive class period. I will be walking around to give ideas, and hear suggestions.

The next day is when the students will actually run the court case. I will sit in the back of the class monitoring what they are doing, and helping only when it is necessary. We will discuss rules and answer any questions at the beginning of the class.

The third day, the lawyers will each give their closing statement, and the people of the jury will take turns giving a brief speech on who they think should receive the money and why.

Final Reflective Essay: This final essay will wrap up the entire unit. I would like for you to reflect on everything we have done in the past weeks. Things to think about –

1. The Eight Techniques of Speech Delivery

2. Working in groups to sell your field trip. Problems you encountered, or your favorite thing about that assignment

3. How EMU’s Forensics team help, or did not help you

4. How you felt about impromptu speaking before and after the unit

5. Your struggles with the mock trial

6. Your favorite over all assignment

7. How this unit will help you in your future career or college life

The Estate of Sarah Silverstone vs. Mandy, Candy, and Bandy (Silverstone)

1. Read through the Mock Court Trial as a class. Take notes on key issues that need to be discussed below.

2. In your group, take some time to pull key details out that you thing will give you a “leg up” in the competition. For example, things that Mrs. Silverstone’s grandchild should know about her, key dates that you can use, etc. (Group 4: take time to discuss what you think is going to happen, and what should be taken into consideration in order to make a justified decision)

3. Group 1-3: Create your witnesses. How are they going to benefit you? What kinds of questions are you going to have them answer? How do they know your client?

4. Conduct research. Group 4: What are things the Lawyers should be saying? What are things you can “object” to during the trial? Group 1-3: What are facts that can persuade the jury to agree with you? Think outside the box. Credited research means you have a more legitimate argument!

5. Group 1 – 3: Brain storm evidence! Be creative! Don’t forget that the judge can deem your evidence inappropriate, or irrelevant. Bring in photos, receipts, music, etc. For ideas, talk to Ms. Morgan.

6. Get prepared! Make sure everyone in your group has everything ready. Go through the check list.

|JUDGE |Opening Statement |Closing Statement | | | |

|JURY |What are you looking | | | | |

| |for? | | | | |

|WITNESS |Who are you? |What do you know? | | | |

|LAWYERS |Opener |Closer |Evidence |“Objection!” | |

|CLIENT |NOW ABOUT YOUR |Know about your |What is your | | |

| |GRANDMA! |siblings |argument? | | |

BASIC FACT SHEET

NAME: BANDY

AGE: 18

Special Achievements

• Created patent for unique original popcorn: “Bandy’s Pop Pop” (waiting state liscence approval)

• Mayor’s Award for Creativity (2003 -2004)

• Won an award in Michigan last summer for flying 100 kits across the sky, all at one time

Miscellaneous

• Nickname – Happy

• Hobby – Collecting butterflies

• Favorite Treat – Blueberry Ice Flakes

• Favorite Song – The Beatles, “I Want to Hold Your Hand”

• Favorite Color – Plaid

NAME: Mandy

AGE: 19

Special Achievements

• “Science Wizard” of the year, 2003 (Florida)

• Mastered entire alphabet at age 2 (Valedictorian of preschool class)

• 2004 won state science fair for rain tower project (with audible thunder)

Miscellaneous

• Nickname – Rainbow

• Plans to one day live in Mississippi

• Hobby – Searching for Rainbows

• Favorite Treat – Pepsi Cake

• Favorite Song – The Supremes, “Stop in the Name of Love”

NAME: Candy

AGE: 20

Special Achievements

• Award-winning ice skater (Michigan 2004-2005 finals)

• Learned to drive an automobile at age 6

Miscellaneous

• Nickname – sunshine

• Favorite color- Orange

• Plans to one day live in Alabama

• Hobby- Chasing frogs

• Favorite Treat – Chinese twinkle cakes

• Favorite song – Fergie, “Glamorous”

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LETTER HOME

Ms. Jamie Morgan

Churchill High School

English Department

Livonia, Michigan

JMorga33@emich.edu

734-377-0997

Parent/Guardian of CHS Student

35358 Hathaway,

Livonia Mi, 48150

Greetings!

This is Ms. Morgan, your child’s Junior/Senior English teacher at Churchill High School! I was writing to inform each of you about our exciting new classroom unit. Many of you may remember what it was like taking a high school or college speech class. Thankfully, we will be able to incorporate an Introduction to Public Speaking and Communication unit where the students will be able to do some of the same things. As Juniors and Seniors in high school we find it important to prepare the students for what life holds. Whether it is a job interview, a college application, or a scholarship interview, the lessons that they will be exploring in the upcoming weeks are structured to help them reach their highest potential in everything life has to offer.

Now as many of you know, just short of heights and spiders, public speaking is one of the most common fears in America. I personally struggled with standing in front of a classroom for years. That is why I have taken the time to find out how each individual student feels about public speaking. I have done this through a ten question self-assessment where they can tell me what they are comfortable and not comfortable with. In addition to this, I have made my best effort in putting together lesson plans that will be fine, different, and push the students to become better speakers without even realizing it!

Throughout the unit they will engage in many in-class assignments where they will learn how to work both on an individual and group basis. In addition to this, we will have Eastern Michigan University’s Award winning Forensics Speech Team come to our classroom and share some humorous and enlightening persuasive speech team. Finally at the end of the unit, the students will take on the task of solving a Mock Court Case Trial. Here the students will each be given a role that I think best suits their new and improved Public Speaking skills such as, a lawyer, a judge, a witness, or a member of the jury. The project is meant to be exciting, and give the students and opportunity to utilize everything that they have been taught throughout the lesson.

If you have any questions, concerns, or request please do not hesitate to contact me. I can be reached by email at JMorga33@emich.edu, or by phone at (734) 462-4400, extension 5677. I am extremely excited to be working with the future leaders of America!

Sincerely,

Jamie Morgan

Jamie Morgan

Wendy Burke

CURR 305

8 June, 2011

Reflective Analysis

This semester has been very enlightening for me as a future teaching. One of the things that I learned more about was how to differentiate your classroom in an organized manner. Whenever I think about being a teacher, I always think about in high school how I had to do so many assignments that did not stick with me because they were too hard, too easy, or just not interesting. Now that I know how to productively implement a differentiated classroom, I hope that my students will not have the same experience, and will feel much more comfortable in the classroom.

In my lesson I focused particularly on the students that really enjoy public speaking, and the students who do not. For example, with my inductive lesson I have very difficult parts, such as the lawyers, that will be used for the students who really enjoy public speaking. It is a challenging role and gives them an opportunity to think outside the box. However, the “jury” in my inductive lesson will be given to students who are not yet comfortable with intense impromptu speaking. This gives them the opportunity to observe an instance, reflect on it that night, and then construct an organized speech. It should be more comfortable for the students because they are talking about something they were a part of, rather than something more abstract. One profile learner that I left out was students with disabilities. I should have taken more time to find roles that would be better for students with impairment. They could at least be identified in my unit for future use.

One of the strengths of my portfolio unit is that all of my lessons are unique. They are not assignments that the students have done too often and this will help them stay engaged throughout the lesson. In addition to this there is a free reign in each assignment, with different options. This way the student will be able to decide which assignment they think will be fun, or most interesting to them. As for weaknesses, I believe that I am running through a few things rather quickly. I would hope that when I take the time to actually do this lesson, I stretch it out a little longer of the semester. This way the students will have more practice. I also think it is important to reflect back on this unit after following units. I would have liked to spend more time emphasizing how important communication and public speaking skills will be in their future since they are graduating high school.

I believe that the abilities of the students will very to each end of the spectrum. By the time of my senior year in high school there were people who have held a job for a year, working in costumer service, and they are people who have never been in front of a classroom. When it comes to persuasive speaking, some of the students will be known to engage in discussions, and some of them will have even taken a debate class. It should be common that by this stage the students will have been in front of a classroom at least once. They will need guidance on organizing speeches, understanding the relevance for the future, and I will also need to provide for them a comfortable climate.

Personally, my strengths within this unit is that I have already done each of these assignments personally. I will be able to guide the students in directions that I took when I engaged in the project, or as my peers took when I watched them engage in the project as well. It will be challenging for me to put my personally suggestions to the side. I need to allow the students to take the time to think outside the box and make different decisions. In majority of my lessons within my unit it will be my job to guide them, and to teach them. Offering suggestions may throw off their thinking process. I need to continue thinking about how I am going to maintain a medium controlled environment in my classroom. I also need to continue focusing on new and excited ways to help me engage the students throughout the year.

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